# Teachers can encourage learners to use hint provided if they could not listen to the audio properly, for example because of the word pronunciation and different accents that have been used.

How the task can be carried out?

# The web-based lesson like this can be used in the class but I would rather say that it is more likely suitable for the outside classroom activity, such as learners do it as their self-study at home, thus fostering autonomous learning.

# If teachers need extra information for online training, this Russell Stannard's website is very worth to opt for as all the steps involved for the task are visually and clearly presented. Teacher themselves might be interested to show to the class at the beginning of the lesson before asking learners to do the actual task. 

What are the learning style that have involved?

# Flemming's VAK: This site is useful especially for the auditory learners as the repetition of the words is involved

# Multiple Intelligences: Involve linguistic intelligence in which students need to listen and type the words in their target language correctly, thus enhancing their language skills.

Who are the learners?

# Secondary school students whose the age range is from 13-17 years old (in Malaysian context)

# This site is also suits all levels, even for the weakers' because through the same audio text, there are different tasks can be carried out according to the language ability levels, for example the blank mode require learners to fill in the blanks, full mode in which learners write the words in full and the quick mode for those who are at the beginners level as they only need to write the first sound of a word.
# Learners can move from one level to another and challenge themselves to complete the task.

What are the advantages?

1. Improve multiple skills

Example:
Song: When You Believe by Whitney Houston and Mariah Carey

Instruction:
1. Select the mode. Here we choose the beginner level. 

Enter = Play/Pause

What kind of the learning style that involves? 

# Gardener's Multiple Intelligences:

--> learners are allowed to learn in their own best ways based on their preferences. For example:

i) Musical intelligence: Learners who perceive and appreciate rhythm, pitch and melody will learn the language better through music and songs as they enjoy the lesson to the fullest. This activity fosters a relaxed but motivating and productive classroom atmosphere.

ii) Linguistic intelligence: Learners with high verbal-linguistic intelligence display a facility with words and languages and through this tool, they tend to learn best by memorizing the lyrics.

Who are the learners?

# Secondary school Malaysian students whose mostly first language is not English

# Beginner, intermediate and advanced levels of English 

# Age range: from 13 - 17 years old

What are the advantages?

Learners will engage more in the lesson as they can enjoy the songs and music played at the same time. Learners can choose their favourite song as well. Different songs chosen will increase learners' exposure to different accents and expressions from all over the world.

2. A beneficial and challenging task

The task is quite challenging as learners need to complete the missing words between the lyrics after listening to the song which can be in different accents and speed. Therefore, this step requires both writing and listening skills, particularly relates to the vocabulary used and how certain words are pronounced. However, hint is also provided to help them.

3. Great for motivation

It is also great for motivation because similarly to playing games online, learners will be given the point for completing the blanks. The more they do the exercises and completing them correctly, the more scores they will get and the higher rank they could go because they do not only test themselves but also compete with each other or even people from all over the world that have joined this site.

4. Foster autonomous learning

This is applicable if learners are willing to try at home because by practicing do-it-yourself exercise, they will learn better as they need to figure out the sentence pattern, the words' sound or the vocabulary that they do not understand by themselves. This will help to develop the language skills while also morphing the task of learning into an enjoyable hobby.

What are the limitations?

1. Limited access to internet

For the school where computer facilities are limited, it can create tension to teachers to conduct the lesson. Learners who do not have computer at home also will not be able to do this task as homework.

2. Inappropriate songs
There are some songs plus video clips that are not really suitable in Malaysian context for example, in terms of the words use (harsh and foul words) and how the singers act out in the clips (eg: public display of affection)

Further suggestion:

i) tefltunes.com: An amazing website that is suitable for teachers who are interested in planning the grammar lesson using songs. There are some free lessons provided apart from the subscribed ones.

~Because English is FUN! :) ~

# At the beginning of the class, teachers provide brief tutorial or model and instruction sheet on how to use this tool
# Teachers ask learners to work in pairs and create their own movie. Teachers need to decide whether the topic is theme-free or based on certain issues.
# For example, in the literature class, teacher can assign task to learners to do the summary of every chapter in the novel that has been used as a part of the syllabus where they need to pick up one each (one pair for one chapter) and transfer the information into dialogues in the movie.
# As every movie created has a link, teachers can ask learners to send the link to them and their peers' emails.
# Teachers can choose which movie is the best, show it in the class and write some comments.
# Teachers can also get feedback from the students on how to improve the movie especially in terms of content.
# Apart from that, teachers can publish the links on their blog, create a poll and make learners vote for the best.
# To vary the learning styles, carrying out the role-play based on the movie can be a good follow up activity

What are the learning styles that have involved?
In this case, it involves the implementation of Flemming's VAK:
1) Visual: Learners can enjoy seeing and exploring the characters, contexts and scenes in colourful animation type
2) Auditory: Learners can hear the sound provided, involve in discussion with their peers and listen to the explanation of the instruction, lead by the teachers.
3) Kinaesthetic: Learners can try to act out the movie that they have produced.

Who are the learners?
# Secondary school Malaysian students whose mostly first language is not English
# Intermediate and advanced levels of English as they are believed to be already equipped with the sufficient level of English, some vocabulary to be used plus knowledge from the previous experience in learning English back in their primary school.
# Age range: from 13 - 17 years old.

However, this should not be seen as a barrier that denies the lower level learners' opportunity to learn as teachers can also play their roles in providing assistance for example, at the beginning of the class, teachers can work together with them and come up with an example of the movie, then later show it in the class. This will engage learners' attention to the actual task. Then, students can be asked to work in pairs and try to produce their own movie using their own vocabulary.

Apart from that, it is also worth for the teachers to provide hand out containing the steps involved, just to guide the learners who are not really good in using computers. For example:

The example of the end product:
The movie below is produced by me and my friend, Vee Vien during the ICT class:

1. It is fun and great for motivation

As the learners at the age of 13 years and above are usually enjoy watching movies, this tool can arouse their interests towards learning English and deviate from the usual chalk-and-talk traditional teaching method. They will have so much fun creating and even more fun watching the end product. They will also get excited by the prospect of actually producing something that they could show or send to family and friends, thus perceiving English as an interesting and worth subject to be learned.

This tool is equipped with different sections such as backgrounds, characters, sky and plots that can be chosen by students thus providing them the contexts and make them focus on what they are going to do for each step.